A Case Study on the Implementation of English Classroom Reading Teaching in Junior Middle School
Abstract
skills that English learners need to master, and a significant way for them to contact foreign cultures. This passage takes a demonstration lesson as the subject to discuss the implementation process and effect of reading teaching in junior middle school English classroom through
classroom observation and corpus analysis. The chosen demonstration lesson is Hollywoods all-time best----Audrey Hepburn from the compulsory junior middle school curriculum standards, and it is conducted by Xunan from Changzhou Foreign Language School. As a result, the
teacher designs reading activities with the linear ESA teaching sequence. There are nine activities totally, namely, free talk and word learning,
finding out the topic sentence, matching each part with main idea, filling in the blanks, matching Audrey Hepburns works with the correct
marks, answering detailed questions, paraphrasing important phrases, role play and discussion. Among them, five belong to T-S and T-Ss activities, two belong to T-S, T-Ss and S-S activities, and two belong to T-S, T-Ss and Ss-Ss activities. Therefore, this lesson is a teacher-student
interactive class. The success of this demonstration lesson is due to the following three advantages. Firstly, the teacher successfully stimulates
the learning interest of students. Secondly, the teacher creates a harmonious and interactive classroom atmosphere. Thirdly, the teacher focus
on cultivating students reading skills and strategies by guiding them to find answers independently. However, there are three problems with
this demonstration lesson. Firstly, some cooperative discussions fail to reach their effectiveness and applicability. Secondly, the teaching process is slightly bland without some twists and turns to achieve a climactic effect. Thirdly, the activity time settings are roughly the same so that
the important and difficult points of teaching are not prominent. Based on the problems, three suggested optimization strategies are proposed
as follows. Firstly, the teacher could clarify the instructions for group cooperation. Secondly, the teacher could try more flexible or diverse
teaching sequences, such as a patchwork sequence to achieve more effective reading teaching. Thirdly, it is better for the teacher to further
enhance the familiarity with teaching materials and understanding of students. It is hoped that this article will provide some actual classroom
enlightenment for both teachers teaching and students learning so as to make English reading activities more effective.
Keywords
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DOI: http://dx.doi.org/10.70711/eer.v2i5.4956
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